This dissertation examined the controversy surrounding the high levels of compensation paid to university presidents. To do this, the first half of this dissertation includes a systematic review of the existing literature regarding the relation between university performance and university president compensation in nonprofit universities. The second half of this dissertation attempts to replicate the findings from the systematic review with more current data. Several gaps identified in the literature, including the effects of analyzing specific compensation components, the effect of university president compensation on subsequent university performance, potential nonlinear relations, and how relations between university performance and university president compensation change over time, are examined as well. Specific hypotheses and research questions are derived from compensation and motivation theories used in the for-profit context as well as findings from both the for-profit and nonprofit executive compensation literature. Results indicated that university performance had a weak effect on compensation in private universities and no effect in public universities. Findings suggested that there may be differences in this effect depending on the component of compensation examined. Compensation appears to have a negative or nil effect on subsequent university performance. Evidence of differential effects over time were not observed. Although some nonlinear effects were detected, they did not take the form expected. Potential reasons for these findings, as well as their implications for research and practice, are discussed.

Calls for more effective and modern teaching practices, higher research outputs, leaner administrative processes, greater community engagement, and more student-centred approaches to the business of higher education have intensified the challenges of working in a university. These challenges have added considerable complexity to the roles of academic staff, many of whom are facing increasing demands for which they are ill equipped to deal in terms of their formal education. To succeed in the highly competitive and changing environment that is higher education today, universities need to ensure that the requisite capabilities are developed in their academic staff. The key question underpinning this study is: how can the provision of professional development for academic staff be optimised to enhance university performance? The focus of the research is on identifying the ways in which higher education institutions provide formal offerings of professional development to academic staff, how they are organised to do this, who is entrusted with the task, and what are the strengths and limitations of the approaches taken. The research is informed by literature concerning higher education management, academic development, and strategic human resource management. Taking a critical realist ontological perspective, case studies of professional development provision in two Irish universities are presented. Findings reveal that while effective professional development is an espoused priority it is not a managed priority. While there is some evidence of good practice, the fragmented organisational structures in place for delivery of professional development reveal an absence of coordination and gaps in provision. The connection between professional development and organisational performance is loose. Recommendations are made on how the provision of professional development for academics can be managed to enhance university performance. A framework for designing performance-led professional development activities that aligns organisational and individual goals is proposed. An organisational structure that takes a more conscious approach to the management of the full range of professional development provision is put forward.

Thesis (M.P.H.M. (Primary Health Care Management))--Mahidol University, 2005.

Graduate Recital Document (M.A. (Music))--Mahidol University, 2007. / LICL has E-Thesis 0026 ; please contact computer services.

This study examined performance on the Memory Quotient Tester (MQT) and the Raven’s Advanced Progressive Matrices (RAPM) in relation to academic performance in a sample of 51 Psychology students. The relationship between working memory (MQT), non-verbal intelligence (RAPM), demographic factors and academic success were determined. Results indicated no significant relationship between working memory and academic success in undergraduate Psychology courses, whereas the first set of the RAPM revealed some significance in relation to both academic success and the variables of race and language. This indicates the possible role of eductive reasoning in tertiary level academic success.

Thesis (M.P.H.M.(Primary Health Care Management))--Mahidol University, 2006.

Thesis (M.P.H.M. (Primary Health Care Management))--Mahidol University, 2008. / LICL has E-Thesis 0038 ; please contact computer services.

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